Peer learning has been used as a teaching tool with both undergraduate and postgraduate students since the early 80s. This approach is useful when working with international students to develop their independence as learners and to share their knowledge with their peers. The aim of this paper is to examine whether peer learning is effective in active and shared learning in small groups, so as to enhance the students' overall development as a post graduate research student. Initially the students were briefed as to the purpose of this study. The instructional approach used to help students to become actively engaged in their own learning process involved in the formation of self-selected learning sets. Within these groups, the students explored the concepts covered in their lectures and presented in their findings to the class. Part of this process involved peer and tutor feedback, as well as self and peer assessment on the performance of the group members. The students additionally completed a pre and post SRSSDL questionnaire. Attendance to lectures was varied, not least affected by external events in the students' home countries at the time of this study. This impacted the amount of data collected in this pilot study. However, the initial results indicated that this teaching and learning approach was beneficial to the students. The key findings indicated that the students used peer learning in the classroom successfully in achieving the module learning outcomes. The overall performance of these students in the module was good and it has impacted their overall academic performance.